通过设计培训能力:一种新的教练模式,即时培训和随时间培训,以支持大规模实施
Denyse Richardson1,2, Jeffrey M Landreville3, Jessica Trier1
1Department of Physical Medicine and Rehabilitation, Queen's University, Kingston, ON, Canada.
Perspectives on medical education
|February 12, 2024
概括
本文介绍了基于能力的医学教育 (CBME) 的辅导模式,以加强学员的发展. 该模型与设计能力 (CBD) 集成,利用RX-OCR过程来支持个性化的学习和技能进步.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 医疗保健培训 医疗保健培训
背景情况:
- 辅导在医学教育中越来越突出,以提供个性化,以学习者为中心的指导.
- 基于能力的医学教育 (CBME) 需要有效的策略来最大限度地发挥学员的潜力.
- 在医学教育中成功整合和评估,辅导的共享心理模型是必不可少的.
研究的目的:
- 描述加拿大皇家医生和外科医生学院对研究生医学教育 (PGME) 的指导模式.
- 详细介绍该模型在设计能力 (CBD) 计划中的实施情况.
- 概述RX-OCR过程,以支持指导角色和教师发展.
主要方法:
- 由一个多学科团队开发基于理论,基于证据的辅导模型.
- 专门为PGME环境和CBD计划设计模型.
- 实施RX-OCR过程 (关系/报告,期望,观察,辅导,记录/反思) 来支持辅导.
主要成果:
- CBD教练模式区分了两个针对不同学习背景的教练角色.
- 该RX-OCR工具提供了一个结构化的方法,教师培养教练.
- 该模型为实习生提供了"当下辅导"和"随着时间的推移辅导"的便利.
结论:
- CBD辅导模型和RX-OCR工具旨在支持CBME中的辅导实施.
- 持续的专业发展对于持续的变化和实现该模式的好处至关重要.
- 早期的反思强调了在实施后阶段学到的经验教训.
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